Integration of Computational Thinking with Mathematical Problem-based Learning: Insights on Affordances for Learning

Zhihao Cui ； Oi-lam Ng ； Morris Siu-Yung Jong

《Educational Technology & Society》 26卷2期 (2023/04) Pp. 131-146

https://doi.org/10.30191/ETS.202304_26(2).0010

摘要

Grounded in problem-based learning and with respect to four mathematics domains (arithmetic, random events and counting, number theory, and geometry), we designed a series of programming-based learning tasks for middle school students to co-develop computational thinking (CT) and corresponding mathematical thinking. Various CT concepts and practices articulating the designated mathematical problems were involved in the tasks. In addition to delineating the design of these learning tasks, this paper presents a qualitative study in which we examined 74 students' learning outcomes and characterized their CT and mathematical thinking co-development as they accomplished the tasks. The research results demonstrate the co-development of both mathematics- and CT-related concepts and practices in the four mathematics domains. Two types of interactions are identified: (i) applying mathematical knowledge to construct CT artifacts and (ii) generating new mathematical knowledge with CT practice. The new insights provided by the present work are threefold. First, from a mathematical learning perspective, the nature of the solution processes of the designed problems should not be immediately obvious. Second, from a technology-enhanced learning perspective, the dynamic representations and immediate visual feedback afforded by the programming tool are beneficial to student learning. Third, from a pedagogical perspective, the room for customization offered by both the designed problems and programming tools can provide affordances for learning.

關鍵字

Computational thinking ； Mathematics education ； Problem-based learning ； Problem solving ； STEM